This is the first in a series of eighteen projected volumes, to be published over the next two years, aimed at converting the vast statistical yield of the 1980 Census into authoritative analyses of major changes and trends in American life. A collaborative research effort, funded by public and private foundations, this series revives a tradition of independent Census analysis (the last such project was undertaken in 1960) and offers an unparalleled array of studies on various ethnic, geographic, and status dimensions of the U.S. population.

It is entirely appropriate that the inaugural volume in this series should document trends in the status of American women. Dramatic social and demographic changes over the past two decades make American Women in Transition a landmark, an invaluable one-volume summary and assessment of women's move from the private domain to the public. Clearly and in detail, the authors describe women's increasing educational attainment and labor force participation, their lagging earning power, their continued commitment to marriage and family, and the "balancing act" necessitated by this overlap of roles. Supplementing 1980 Census data with even more recent surveys from the Census Bureau and other federal agencies, Bianchi and Spain are able to extend these trends into the 1980s and sketch the complex challenges posed by such lasting and historic changes.

This definitive and sensitive study is certain to become a standard reference work on American women today, and an essential foundation for future scholarship and policy concerning the status of women in our society.

SUZANNE M. BIANCHI is a demographer at the Center for Demographic Studies at the U.S. Bureau of the Census.

DAPHNE SPAIN is assistant professor of sociology and urban planning at the University of Virginia.

A Volume in the RSF Census Series

Even as the United States enjoys a booming economy and historically low levels of unemployment, millions of Americans remain out of work or underemployed, and joblessness continues to plague many urban communities, racial minorities, and people with little education. In Jobs for the Poor, Timothy Bartik calls for a dramatic shift in the way the United States confronts this problem. Today, most efforts to address this problem focus on ways to make workers more employable, such as job training and welfare reform. But Bartik argues that the United States should put more emphasis on ways to increase the interest of employers in creating jobs for the poor—or the labor demand side of the labor market.

Bartik's bases his case for labor demand policies on a comprehensive review of the low-wage labor market. He examines the effectiveness of government interventions in the labor market, such as Welfare Reform, the Earned Income Tax Credit, and Welfare-to-Work programs, and asks if having a job makes a person more employable. Bartik finds that public service employment and targeted employer wage subsidies can increase employment among the poor. In turn, job experience significantly increases the poor's long-run earnings by enhancing their skills and reputation with employers. And labor demand policies can avoid causing inflation or displacing other workers by targeting high-unemployment labor markets and persons who would otherwise be unemployed.

Bartik concludes by proposing a large-scale labor demand program. One component of the program would give a tax credit to employers in areas of high unemployment. To provide disadvantaged workers with more targeted help, Bartik also recommends offering short-term subsidies to employers—particularly small businesses and nonprofit organizations—that hire people who otherwise would be unlikely to find jobs. With experience from subsidized jobs, the new workers should find it easier to obtain future year-round employment.

Although these efforts would not catapult poor families into the middle class overnight, Bartik offers a powerful argument that having a full-time worker in every household would help improve the lives of millions. Jobs for the Poor makes a compelling case that full employment can be achieved if the country has the political will and adopts policies that address both sides of the labor market.

Copublished with the W. E. Upjohn Institute for Economic Research.

TIMOTHY J. BARTIK is senior economist at the W. E. Upjohn Institute for Employment Research.

A Volume in the American Sociological Association’s Rose Series in Sociology

Winner of the 2009 Grawemeyer Award for the Best Book in Education

Winner of the 2009 Outstanding Book Award of the American Educational Research Association

The steady expansion of college enrollment rates over the last generation has been heralded as a major step toward reducing chronic economic disparities. But many of the policies that broadened access to higher education—including affirmative action, open admissions, and need-based financial aid—have come under attack in recent years by critics alleging that schools are admitting unqualified students who are unlikely to benefit from a college education. In Passing the Torch, Paul Attewell, David Lavin, Thurston Domina, and Tania Levey follow students admitted under the City University of New York’s “open admissions” policy, tracking its effects on them and their children, to find out whether widening college access can accelerate social mobility across generations.

Unlike previous research into the benefits of higher education, Passing the Torch follows the educational achievements of three generations over thirty years. The book focuses on a cohort of women who entered CUNY between 1970 and 1972, when the university began accepting all graduates of New York City high schools and increasing its representation of poor and minority students. The authors survey these women in order to identify how the opportunity to pursue higher education affected not only their long-term educational attainments and family well-being, but also how it affected their children’s educational achievements. Comparing the record of the CUNY alumnae to peers nationwide, the authors find that when women from underprivileged backgrounds go to college, their children are more likely to succeed in school and earn college degrees themselves. Mothers with a college degree are more likely to expect their children to go to college, to have extensive discussions with their children, and to be involved in their children’s schools. All of these parenting behaviors appear to foster higher test scores and college enrollment rates among their children. In addition, college-educated women are more likely to raise their children in stable two-parent households and to earn higher incomes; both factors have been demonstrated to increase children’s educational success.

The evidence marshaled in this important book reaffirms the American ideal of upward mobility through education. As the first study to indicate that increasing access to college among today’s disadvantaged students can reduce educational gaps in the next generation, Passing the Torch makes a powerful argument in favor of college for all.

PAUL ATTEWELL and DAVID LAVIN are professors of sociology in the Graduate Center at the City University of New York.

In 1899 the great African American scholar, W.E.B. DuBois, published The Philadelphia Negro, the first systematic case study of an African American community and one of the foundations of American sociology. DuBois prophesied that the color line would be the problem of the twentieth century. One hundred years later, Problem of the Century reflects upon his prophecy, exploring the ways in which the color line is still visible in the labor market, the housing market, education, family structure, and many other aspects of life at the turn of a new century.

The book opens with a theoretical discussion of the way racial identity is constructed and institutionalized. When the government classifies races and confers group rights upon them, is it subtly reenforcing damaging racial divisions, or redressing the group privileges that whites monopolized for so long? The book also delineates the social dynamics that underpin racial inequality. The contributors explore the causes and consequences of high rates of mortality and low rates of marriage in black communities, as well as the way race affects a person's chances of economic success. African Americans may soon lose their historical position as America's majority minority, and the book also examines how race plays out in the sometimes fractious relations between blacks and immigrants. The final part of the book shows how the color line manifests itself at work and in schools. Contributors find racial issues at play on both ends of the occupational ladder—among absentee fathers paying child support from their meager earnings and among black executives prospering in the corporate world. In the schools, the book explores how race defines a student's peer group and how peer pressure affects a student's grades.

Problem of the Century draws upon the distinguished faculty of sociologists at the University of Pennsylvania, where DuBois conducted his research for The Philadelphia Negro. The contributors combine a scrupulous commitment to empirical inquiry with an eclectic openness to different methods and approaches. Problem of the Century blends ethnographies and surveys, statistics and content analyses, census data and historical records, to provide a far-reaching examination of racial inequality in all its contemporary manifestations.

ELIJAH M. ANDERSON is Charles and William Day Professor of Social Sciences, University of Pennsylvania.

DOUGLAS S. MASSEY is the Dorothy Swaine Thomas Professor of Sociology and Chair of the Department of Sociology, University of Pennsylvania.

CONTRIBUTORS: Linda H. Aiken, Ivar Berg, Mary Blair-Loy, Camille Zubrinsky Charles, Randall Colins, Kathryn Edin, Irma T. Elo, Frank F. Furstenberg Jr.,  Jerry A. Jacobs,  Grace Kao,  Robin Leidner, Janice F. Madden, Ewa Morawska, Timothy J. Nelson, Samuel H. Preston,  Douglas M. Sloane, Tukufu Zuberi.  

This volume is concerned with the question of how the United States educates and utilizes its intellectually gifted youth. It examines the manpower system from the point of view of supply and demand. It brings a deep understanding of the set of interrelated forces that determine the education and utilization of trained manpower.

JOHN K. FOLGER is director of the Tennessee Commission on Higher Education.

HELEN S. ASTIN is from the Bureau of Social Science Research.

ALAN E. BAYER is research sociologist with the American Council on Education in Washington.
 

Assembles, collates, and analyzes data bearing on trends in American education. The author presents the basic data on school enrollment, retention, and attainment, indicating changes in the educational characteristics of the population and comparable time-series statistics on teachers and school finances reflecting change within the school system itself. Dr. Ferriss then relates these data to a statement of educational goals set some ten years ago, utilizing the data to provide an assessment of progress toward those goals.

ABBOTT L. FERRISS was Emeritus Professor of Sociology at Emory University.

 "The Census is a most valuable source of information about our lives; these volumes make the story it has to tell accessible to all who want to know." —Lee Rainwater, Center for Advanced Study in the Behavioral Sciences

"A lucid and balanced overview of major trends in the United States and essential reading for policymakers. State of the Union is a reality check that provides the factual basis for policy analysis."—Peter Gottschalk, Boston College

State of the Union: America in the 1990s is the definitive new installment to the United States Census Series, carrying forward a tradition of census-based reports on American society that began with the 1930 Census. These two volumes offer a systematic, authoritative, and concise interpretation of what the 1990 Census reveals about the American people today.

• Volume One: Economic Trends focuses on the schism between the wealthy and the poor that intensified in the 1980s as wages went up for highly educated persons but fell for those with less than a college degree. This gap was reflected geographically, as industries continued their migration from crumbling inner cities to booming edge cities, often leaving behind an impoverished minority population. Young male workers lost ground in the 1980s, but women made substantial strides, dramatically reducing the gender gap in earnings. The amount of family income devoted to housing rose over the decade, but while housing quality improved for wealthy, older Americans, it declined for younger, poorer families.
• Volume Two: Social Trends examines the striking changes in American families and the rapid shifts in our racial and ethnic composition. Americans are marrying much later and divorcing more often, and increasing numbers of unmarried women are giving birth. These shifts have placed a growing proportion of children at risk of poverty. In glaring contrast, the elderly were the only group to make gains in the 1980s, and are now healthier and more prosperous than ever before. The concentrated immigration of Asians and Latinos to a few states and cities created extraordinary pockets of diversity within the population.

Throughout the 1990s, the nation will debate questions about the state of the nation and the policies that should be adopted to address changing conditions. Will continued technological change lead to even more economic polarization? Will education become an increasingly important factor in determining earnings potential? Did new immigrants stimulate the economy or take jobs away from American-born workers? Will we be able to support the rapidly growing population of older retirees? State of the Union will help us to answer these questions and better understand how well the nation is adapting to the pervasive social and economic transformations of our era.

REYNOLDS FARLEY is professor of sociology at the University of Michigan and research scientist in its Population Studies Center.

CONTRIBUTORS: Suzanne Bianchi, John D. Kasarda, Frank Levy, Robert D. Mare, Dowell Myers, James R. Wetzel, Jennifer R. Wolch.

A Volume in the RSF Census Series

Notions of justice and fairness are central to the American belief that the pursuit of a healthy and productive life is the right of all citizens. Yet in the real world there are seldom sufficient resources to meet the needs of everyone, and institutions are routinely forced to make difficult decisions regarding who will be favored and who will not. Local Justice in America is an insightful look into how selections are made in four critical areas: college admissions, kidney transplants, employee layoffs, and legalized immigration.

This volume's case studies survey the history and modern rationale behind seemingly enigmatic allocation systems, chronicling the political and ethical debates, occasional scandals, and judicial battles that have shaped them. Though these selection processes differ significantly, each reflects a bitter struggle between opposing—and equally intense—principles of local justice. For example, are admissions officers who use special points to foster student diversity less fair than those who rely exclusively on scholastic achievement? How did the system of personal discretion among doctors selecting transplant patients come to be viewed by the public as more inequitable than compassionate? Does the use of seniority as a gauge in layoffs violate equal opportunity laws or provide employers with their only objective and neutral criterion? How have partisan interest groups repeatedly shifted immigration quotas between the extremes of xenophobia and altruism?

In framing chapters, editor Jon Elster draws upon these studies to speculate on the unique nature of the American value system. Arguing that race matters deeply in all considerations of local justice, he discusses how our society's assessment of neediness balances on the often uneasy compromises between the desire to reward deserving individuals and the call to strengthen opportunities for disadvantaged groups. Well informed and stimulating, Local Justice in America speaks directly to policy debates in the fields of health, education, work, and immigration, and makes an important contribution to our understanding of the fundamental social issues that affect our daily welfare.

JON ELSTER is Edward L. Ryerson Distinguished Service Professor of Political Science and Philosophy at the University of Chicago.

CONTRIBUTORS: Patricia Conley, J. Michael Dennis, Gerry Mackie, Stuart Romm.

How can we identify the young men and women who, as social and behavioral scientists of tomorrow, will do the needed research to resolve our burgeoning social problems? How can the most promising be attracted to an investigatory career? How can they become identified with the behaviors, attitudes and values that persons in science share?

A provocative body of literature about the psychology of the scientist and his career emerged in the post-Sputnik era. Drs. Eiduson and Beckman bring together more than seventy of the most significant and representative studies. These range over childhood and family influences, academic experiences, motivations, interests, and intellectual and personality strengths that have been examined as precursors for choosing science as adult work. The psychological mechanisms involved in socializing a young person toward a scientific career are suggested in readings from the outstanding theoreticians in the field. Selections on scientific career lines, decisions and options at various stages of work, and factors influencing goals and career development contribute to the understanding of the psychological life of the highly endowed and well-functioning professional adult.

Through showing the certain completeness of effort of what has been learned about the psychology of scientists to date, the authors anticipate a resurgence of interest in the creative individual, a renewed enthusiasm for application, and a refocusing of research on the issues unique to the social and behavioral research scientist.

BERNICE T. EIDUSON is associate professor in the Department of Psychiatry at the University of California at Los Angeles School of Medicine.

LINDA BECKMAN is adjunct assistant professor in the same department.